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Title PageStudent: Steven GeorgeTitle of Unit: Ancient ChinaSchool District: Hingham Public Schools/Hingham High SchoolDate: July 21, 2013Grade Level: Grade 9 (level 3)Name of Primary Source Course for which unit was created: The Distinctive Dynasties of Ancient and Imperial ChinaNote: Graduate Credit Option#1 – Creating a 3-5 day lesson planAbstractUnit Background: This five-day lesson plan on ancient China would be delivered within my existing unit on China as an ancient civilization within World History 1 (required for all freshmen). World History 1 is a full-year course (ancient civilization through the French Revolution) that fits within a 2-year World History curriculum. The age of my students is 14-15. Unit Summary: The goal of my unit is to focus on important aspects of ancient China through three major topics:(1) Introduction to Chinese Dynasties(2) Ethical Systems and Confucianism(3) Silk Routes (including geography)This unit would provide a historical context of one of the oldest civilizations in the world and look at a few major recurring themes through hands-on activities and the analysis of primary sources. It is important for students to understand ancient China for three main reasons:It allows them to compare and contrast developing civilizations (economically, politically, socially, etc.). Our high school will also be in its third-year of offering Chinese as a language so this course provides a solid background for those students. This course provides a historical basis for students to understand how China fits into the world today (2013).Essential Questions:How have Chinese dynasties impacted the development of ancient China?How did Confucianism impact how Chinese people lived?How did the Silk Routes influence the spread of ideas and goods within spheres of trading?Learning Objectives:Students should be able to verbally define key ancient Chinese vocabulary terms related to Chinese dynasties.Students will be able to communicate the significance of Confucianism as a Chinese ethical system as it impacted individuals and political systems.Students should be able to identify and analyze the impact that geography had on its development and trade.Lesson #1 Summary: Students are introduced to the history of ancient Chinese Dynasties through a timeline, creative learning examples and a primary source. Students will have their textbook supplemented with hands-on activities that will introduce the unit. Methodologies Used:Independent reading prior to lesson for vocabulary awarenessCollaboration through hands-on use of timelines related to ancient Chinese dynastiesVisual use of map skillsInteractive singing to reinforce information Teacher-guided discussion will be focused on vocabulary words from the reading that reflect vocabulary list. (Especially for the remainder of unit)Use of video to supplement alternative way of looking at Chinese history in a contemporary manner.Analysis of a primary source (oracle bones) as a way of reconstructing history.Use of open computer lab to review primary sources of oracle bonesActivity Details: (Day One)In preparation for class, students will have read the chapter 2 section 4 (River Dynasties in China, pages 50-55) and chapter 4 section 4 (The Unification of China, pages 104-109) of their textbook (McDougall Littell World History Patterns of Interaction, 2009, Houghton Mifflin). Students were given a vocabulary/key terms list and asked to define specific vocabulary terms (Vocabulary List 2 of 15 terms –see Appendix A). In the last class, students reviewed the geography and topographical features of China and we discussed how it impacted its development. Students previously were also asked to label a map of China with key geographical places (cities, rivers, mountains and bodies of water). Graphic organizer is enclosed – see Appendix G.Both handouts will be collected at the beginning of class for a homework grade.(1) Students will receive a Dynasty handout (enclosed – see Appendix B) that provides a chronological view of ancient Chinese Dynasties, with dates and significant events/moments within each dynasty. (2) Learning Activity #1 (Timelines): Students will be asked to add them to the China timeline that is placed around the room (so that this timeline can be compared to other civilizations/world historical moments). There are multiple rolls of brown paper towels that stretch around the walls of my classroom. The top level has general dates that stretch from 1000 B.C.E. to 1600 A.D. The dates are written with a black sharpie onto white index cards and then paper clipped to the brown roll along the top. Each roll below represents major civilizations that students will study this year (Mesopotamia, China, India, Africa, Rome, Greece, etc.). Students will then place index cards with dates and significant moments on each roll – so that they can have constant visual reminders of what, when and why things are happening. It will also help them understand what is happening within different civilizations simultaneously. For example, what was happening in China during the Fall of Rome? Another example, what was happening in China during the Plague outbreak in Europe?This learning activity will initially allow students to understand timelines as well as to put some dates within the China level. Students place items on the timeline with paperclips so that items can be moved around (in relation to other items) and possibly removed if they feel that one wasn’t actually historically significant compared to another moment that has arisen. This activity is student-centered and is used as a visual review after a unit is completed. The timeline is also an excellent study guide for students for a quiz or test assessment– especially if they choose to take notes, record the timelines with their cell phones via video, or to snap pictures via cell phones.Learning Activity #2 (Chinese dynasties): Students will be engaged with the history of Chinese dynasties through singing, use of a video clip, and a teacher-centered Chinese dynasty discussion that will refer to Chinese dynasties and also compare China to the United States. These activities will help students with pronunciation of dynasty names, reasons for changes, and help use and explain vocabulary terms (see Appendix A). This learning activity will encourage students to verbally use (sing, speak) vocabulary terms so that they are comfortable with their meaning and uses.(3) As a class, we are going to sing the Chinese dynasty song to the tune of “Frere Jacques”. (enclosed – see Appendix F) We will do this to reinforce and remember the major Chinese dynasties in chronological order. It will also help with proper pronunciation of dynasty names. Plan will be to do this at the beginning of class for each class over the next five days. Words will be projected on the projector screen in the front of the class.(4) Show Vogue YouTube video that shows contemporary way of chronicling Chinese history. (See sources). As they watch the video, students will be asked to write down:Any vocabulary terms or dynasty names that they hear or see in the videoVocabulary terms that are repeated multiple timesQuestion students after video completion to see what they identified – and tie back to the China timeline on classroom wall.(5) By using Chinese Dynasty handout – engage in a discussion of Dynasty changes, reasons for changes as well as perspective over time. Use this discussion as an opportunity to clarify vocabulary terms, question students as to definition of terms and how they fit within Chinese history. It is vital to emphasize the duration of the Chinese civilization – as well as compare it to the United States as a nation.(6) As a close to the class – ask for volunteers to sing the Chinese Dynasty song in a small group.Activity Details: (Day Two)(7) As a class opener, have students sing the Chinese Dynasty song (in small groups at different intervals – similar to Row, Row, Row Your Boat rhythm.Learning Activity #3 (Oracle Bones): Students will be introduced to oracle bones through the use of technology in the classroom and posed with some open-ended questions to consider. They will work individually or pairs (based on enrollment) to examine some primary sources of oracle bones through a particular web site (see primary source) and then the class will regroup to conclude a discussion of why oracle bones are important to Chinese history. Based on time, the study of archaeology will be introduced (it was an assigned reading section at the beginning of the course and would be a nice way to connect it to the current topic of oracle bones as an archeological record that is evidence of the past.(8) Use projector screen to project oracle bone images to class. Ask students:What are oracle bones?What were they used for?(9) Bring students to the computer lab so that they can address the two questions noted above. Additionally, once they enter the lab (which is adjacent to my classroom through an interior door) ask them the third question of:What types of questions were asked through oracle bones?Individually/Pairs look at examples of primary sources that show oracle bones so students can understand that they are archeological records of Chinese history. Ask for examples of other ways individuals asked for guidance (weigi boards, magic 8 balls, flipping coins, etc. This would be another way to keep some students focused and may also be interesting to students with attention problems.As a class, return to the classroom – let’s discuss their findings (oracle bones – what questions did rulers ask; other ways rulers/individuals sought guidance). Were they reliable? What do we have for documentation or evidence regarding oracle bones validity?(10) As a close to the class – ask for volunteers to sing the Chinese Dynasty song in a small group.Assessment & EvaluationGrade for completion of vocabulary assignment & labeling of map assignment.Vocabulary from the reading, Chinese dynasty names and oracle bones content will be on a quiz and test of China following completion of the unit.Students will receive a class participation grade for the week (see Appendix E)Primary Source(s) used:McDougal Littell World History. “Patterns of Interaction.” Houghton Mifflin, 2009. World History 1 student textbook that looks at early river valley civilizations and ancient Chinese dynasties. Donn, Lin. “Oracle Bones.” Accessed 24 July 2013. Available . Clear and thorough look at ancestor worship and use of oracle bones in ancient China.Erya, Deng. “Oracle Bone Collection.” Accessed 24 July 2013. Available. Photographs of 45 pieces of rare oracle bones that were donated to the United College Wu Chung Multimedia Library in Hong.Burvall, Amy. “Chinese Dynasties (Vogue by Madonna)”. Accessed 17 July 2013. Available. . Music video on YouTube that is an original song parody to help students learn about early Chinese dynasties.Lesson#2 (Days Three & Four)Summary: Students will engage in a learning activity on Chinese ethical systems with a primary focus on Confucianism through the analysis of primary source documents. Students will interpret ancient texts as well as create a contemporary cartoon that reflects a contemporary situation with Confucian ideas.Methodologies Used:Independent reading prior to lesson for historical context (background information)Using a quiz as a framework for class discussion on the three required readings on Chinese ethical systems.Analysis of primary sources related to ConfucianismCritical thinking and individual analysis of a primary source that focuses on a Chinese ethical systemJigsaw Learning MethodActivity Details: (Day 3) There are three readings that students will be asked to complete prior to the start of this class focusing on Confucianism, Legalism and Daoism.(1) Beginning of class, students will be given a quiz on the readings. It will be 10 questions comprised of multiple-choice and fill in the blank to ensure reading. Any notes taken from the readings can be used on the quiz as incentive to read all three articles. Quiz will be graded in class and used as a sounding board for discussion on the three articles. Learning Activity #4 (Jigsaw Method analyzing Confucianism)(2) Using the Excerpts from the Analects of Confucius, students will be individually assigned a Confucian statement. Using a Jigsaw method, students will be asked to read their statement, interpret it and explain why it is important to Confucianism and how it can be applied to how one’s life. This outline for discussion will be projected on the projector screen at the front of the class. (Every 5-7 minutes, students will be rotated and mixed with other groups of students. This will be done by every student counting off by 6s – and mixing groups based on numbered schemes. For example, the 1s and 6s will group up, discuss and interpret their assigned text. After 5 minutes, the 1s will group up with 5s. This rotation allows for these primary goals:Provides repetition and reinforcement as they’ll discuss the same text multiple timesMay provide a different discussion as other groups may challenge their interpretationInterpretation of other text with different students with group changes every 5 minutes[Based on pacing and time – there are a series of 60-second video clips pertaining to Confucius that could be shown. It is also an alternative for slow-learners at lower academic levels if the writing analysis is too challenging.] Noted in sources.(3) Take last five minutes of class to look at 13.18 regarding sheep scenario related to filial piety, integrity and Confucianism. 13.18 is read aloudSplit class in half. Tell one that it reflects Confucianism. Tell other half that it doesn’t reflect Confucianism. Ask students from each side of the room to support their assigned thesis.Conclude discussion how 13.18 reflects Confucian theory through filial piety and respect within this case study on stolen sheep.Homework Assignment: Complete the worksheet on “What would Confucius do?” (see Appendix H). Will be collected at the beginning of the next class for a homework grade and will also assist with the next learning activity. At the completion of the Confucianism lesson, the homework will be passed back and discussed as a class to reinforce Confucianism with the examples noted on the homework.At the beginning of the next class – this lesson will continue. Activity Details: (Day 4)(4) Quick verbal review from yesterday’s class regarding filial piety, five Confucian relationships and Confucianism.Learning Activity #5 (Creative Cartoon Activity applying Confucian relationships)(5) Students participate in a hands-on learning activity that requires them to display an understanding of one of the five Confucian relationships in the form of a segmented cartoon. Distribute handout on Confucian background concepts. Quickly have students get into five large groups and assign one of the background concepts to each. Give a few minutes to read and discuss – and then have them report out what it is, what it means in terms of Confucianism.(6) Distribute Confucian Cartoon Activity handout (enclosed- see Appendix C). Students will work in pairs but produce an individual cartoon that reflects two versions of a similar story focused on one Confucian relationship. The teacher will divide pairs into five groups so that there are an equally distributed number of Confucian relationships (ruler-subject, father-son, husband-wife, older brother-younger brother, friend-friend). Handout will detail student assignment and rubric for evaluation. Students will be expected to complete cartoon assignment for homework and shared with the class tomorrow. Students will vote on best cartoon for each relationship and they will be hung on the wall (Confucian Hall of Fame).Assessment & EvaluationStudents will receive a class participation grade for the week (rubric – see Appendix E)Students will receive a homework grade for WWCD and Cartoon assignmentPrimary Source(s) used:Lau, D.C., translator. “Confucius: The Analects.” Hong Kong: The Chinese University Press, 2000. From The Analects by Confucius, translated with an introduction by D.C. Lau (Penguin Classics, 1979). Copyright D.C. Lau 1979. Excerpts from the Analects of Confucius explain guidelines for Confucianism, moral behavior and focus on relationships within the family.Tzu, Lao. “Tao Te Ching.” Translated and introduction by D.D. Lau (Penguin Classics, 1963). Copyright D.C. Lau 1963. Excerpts from Daodejing on Dao, written around the 4th century B.C.E.Buckley Ebrey, Patricia. “Chinese Civilization: A Sourcebook, Second Edition.” The Free Press, a Division of Simon & Schuster Adult Publishing Group. 1993. Excerpts from Han Feizi explain Legalist thought written in 3rd century B.C.E. Asia for Educators at Columbia University. Accessed 19 July 2013. Available. Video clips focusing on Confucianism and the teaching of Confucianism. Excerpt from Sources of Chinese Tradition, Wm. Theodore de Bary, ed. (New York: Columbia University Press, 1960), Analects 7:15. Lesson #3 (Day Five)Summary: Students will participate in a role-playing simulation activity that will demonstrate how ideas and products were spread through the Silk Routes. The classroom will be set up geographically with labels placed on the classroom floor. This activity will also reinforce “spheres of trading” and as well as the impact that it had on China and other civilizations within trade routes (land and sea). This lesson will help connect and tie other civilizations to China as well as to reinforce our class timelines located in the classroom.Methodologies Used:Experiential learning through role playing simulationMap skillsComputer lab to research resources, ideas, beliefsCooperative learning skills by working in teamsActivity Details: (Day 5)Learning Activity #6 (Silk Routes Research). Students will research culture and trading within an assigned region. This will require understanding of supply an demand of resources within assigned region and trading region. Students will work collaboratively with an assigned team to plan and prepare for the actual trading simulation. Students will be divided into 6 teams (4-5 students per team). Each team is assigned a geographic area within the “Spheres of Trade” (Rome, E. Africa, Persia, India, China, Southeast Asia). (1) Each team will have 15 minutes to research in the computer lab their region’s natural resources, products, innovations, cultural highlights and religions. Your group will also determine the goods you want from other empires (in your sphere of trading) and which goods you are willing to trade. In addition to trade items, participants will decide on any interests (innovations, religious teachings) that could benefit your society. Note: A student handout with directions will be distributed (enclosed – see Appendix D). “Spheres of Trade” image and “list of trading partners” will be projected on front board.While the students are in the lab, the teacher will set up the classroom for the simulation (the lab is adjacent to the classroom with an interior door). Each region will receive laminated trading cards noting each of the items.Learning Activity #7 (Silk Routes Trading Simulation).(2) Students will engage in the simulation (20 minutes). Simulation will be guided by the teacher – who will also serve as a bandit for regions who trade illegally outside of their sphere of trading (cards will be confiscated). To remind students of trading partners, the teacher will verbally remind and direct them to overhead projector that will indicate whom they can negotiate with. After an item is exchanged, each group must return to their country so it can be documented and discussed with home delegation – so they can determine what they want next. Teacher will encourage role playing by interacting with students as “the bandit”.(3) Last 10 minutes will serve as a reflection and discussion. Questions will be projected on the board in the front of the classroom.What new items and ideas was your society exposed to?How did trade benefit both my society and those I traded with?(4) Allocate 5 minutes to clean-up classroom.(5) Homework assignment is to type up a one-paragraph reflection on the Silk Routes Simulation activity today that explains the impact of the Silk Routes on the exchange of resources and ideas within your assigned “sphere of trading” that addresses one of the following using a clear topic sentence and specific evidence for support: Supply and demand of goodsAbility to obtain goods and ideas outside of your sphereReasons why certain products and ideas spread while others did notAdoption or lack of adoption of ideas/beliefs into your societyThis homework assignment will be posted on the teacher’s web site.Assessment & EvaluationRubric for Student Participation (enclosed – see Appendix E)Completion of paragraph writing assignment (for homework)Primary Source(s) used:Asia for Educators at Columbia University. Accessed 19 July 2013. Available. Video clips focusing on Confucianism and the teaching of Confucianism. Excerpt from Sources of Chinese Tradition, Wm. Theodore de Bary, ed. (New York: Columbia University Press, 1960), Analects 7:15. Stanford University Virtual Lab. Accessed 18 July 2013. Available . Interactive web site that has maps marking historical timelines, religions, routes, primary sources of artwork and links to multiple civilizations including ancient China.Appendix AVocabulary List 2LoessOracle bonesMandate of HeavenDynastyDynastic cycleFeudalismConfuciusFilial pietyDaoismLaoziLegalismYin and yangShi HuangdiFive Relationships of ConfucianismSilk Routes (Silk Road)Appendix BChronological View of Ancient Chinese DynastiesDynasty NamePhoneticallyTime PeriodNoteworthyPre-ShangNeolithic-16th century B.C.E.ShangSHAHNG1600 B.C.E. – 1050 B.C.E.ZhouJOH1050 B.C.E. – 256 B.C.E.Confucius livedMencius livedWarring States Period403 B.C.E. – 221 B.C.E. LegalismQinCHIN221 B.C.E. – 206 B.C.E.Unification of ChinaHanFormerLaterHahn202 B.C.E. – 220 C.E.Longest Chinese dynasty. Viewed as sophisticated and civilized.North and South Disunion220 C.E. – 589 C.E.Many smaller dynasties and tribesSuiSWAY589 – 618 C.E.TangTAHNG618 – 907 C.E.Prosperous because of trade. (Han and Tang were powerful)SongSOHNG960 – 1279 C.E.YuanYU-AHN1279 –1368 C.E.Ming1368 –1644 C.E. QingCHING1644-1911 C.E.Twice size of Tang. Absorbed many nomadic tribes. Determined geographic boundaries of present-day China.Modern China1911-PresentAppendix CConfucian Background ConceptsThe Five RelationshipsRuler-subjectFather-sonHusband-wifeOlder brother – younger brotherFriend – friendFilial Piety: A central relationship and virtue where children are obliged to respect, obey and care for one’s parents and elderly family members.The Kingly Way: Good government depended on good officials. A moral king is characterized by his benevolence (desire to do good; act of kindness) toward his people. If the emperor is not virtuous, he may lose his mandate to rule.The Gentleman: Confucius said “Heaven is the author of the virtue that is in me.” Virtue (moral excellence; righteousness) is highly prized. A gentleman is virtuous compared to a common person who just follows. If people of the higher stature within a relationship behave virtuously, that will be respected, and harmony will follow.Harmony: Confucius believed that a moral order pervaded the universe and that it could be understood. The well-being of society depended on the morality of its membership, and if society acted accordingly, harmony would exist.*******************************************************Confucian Cartoon ActivityPurpose: to display an understanding of one of the five Confucian relationships in the form of a segmented cartoon.Directions: Students will work in pairs but produce an individual cartoon that reflects two versions of a similar story focused on one Confucian relationship. One set of segments will show the positive and harmonious effects of the relationship, and the second set of segments will show the negative and detrimental effects of a negative relationship. The teacher will divide pairs into five groups so that there are an equally distributed number of Confucian relationships (ruler-subject, father-son, husband-wife, older brother-younger brother, friend-friend). Students will be expected to complete cartoon assignment for homework and shared with the class tomorrow. Students will vote on best cartoon for each relationship and they will be hung on the wall (Confucian Hall of Fame).Appendix DSilk Routes Trading SimulationThe Simulation: You will participate in an activity that will simulate trade and interaction within Afro-Eurasia between 200 BC and 600 AD. The goal is to identify how goods and ideas were transmitted throughout Afro-Eurasia and the role merchants and others played in this exchange.Directions: You will be assigned a team. Each team will represent a geographical region (“sphere of trading”) within this simulation.Step 1: Your team will have 15 minutes to research in the computer lab their region’s natural resources, products, innovations, cultural highlights and religions. Your group will also determine the goods you want from other empires (in your sphere of trading) and which goods you are willing to trade. In addition to trade items, participants will decide on any interests (innovations, religious teachings) that could benefit your society. Step 2:Upon returning to the classroom (divided into geographic regions) – your team will be divided into the following roles:Recorder: Holds trading cards and keeps track of their country’s items available for trade and new items obtained by their country’s merchants.Ambassador: Meets new delegations that arrive to their country. Will maintain order and ensure fair-trading among parties and finalize trade deals. Engages in exchange of ideas with people from outside their region.Merchants: Upon meeting an ambassador within their sphere you aim to trade and exchange ideas – then return home with new goods, technology and potentially beliefs.Interaction Record (maintained by recorder) – Assigned Region: ____________________Item DesiredItems GainedFinal ItemsGoodsBelief SystemsInnovation & TechnologyAppendix EStudent Participation - Rubric Beginning – 0 ptsDeveloping –18 ptsFocused –24 ptsExemplary –30 ptsDemonstrates Respect for OthersPoor behavior. Disruptive to other students. Lack of respect is demonstrated in the classroom. Comments show a lack of respect and courtesy.Classroom behavior needs to be improved. Needs to act in a more respectful way in the classroom. Needs to continually be spoken to regarding behavior or attitude. Demonstrates inability to pay attention when others are speaking. Classroom behavior was acceptable. Acts respectful in the classroom on most occasions.Classroom behavior was superior, professional, and a model of how the teacher would like students to behave. Demonstrates self-respect and respect for others at all times.Works Independently and CooperativelyUnable or unwillingly to work independently or cooperatively with others. Unable to stay on task.Needs improvement in the area of working independently or cooperatively with others. Able to accomplish few assigned tasks. Has a difficult time staying on task.Works independently or cooperatively with others most of the time. Able to accomplish most assigned tasks. Stays on task most of the time. Works independently or cooperatively with others all of the time. Able to accomplish all assigned tasks. Stays on task all of the time. Engaged and a productive member of class.Appendix FChinese Dynasty SongShang, Zhou, Qin, HanShang, Zhou, Qin, HanSui, Tang, Song Sui, Tang, Song Yuan, Ming, Qing, Republic Yuan, Ming, Qing, Republic Mao Zedong Mao ZedongAppendix GGraphic Organizer for Geography of ChinaWORLD HISTORY 1Mr. GeorgeGEOGRAPHY OF CHINALocation and BoundariesGeographic Factors Influencing ChinaImportant RiversTopographyAppendix HWORLD HISTORY 1Mr. GeorgeName_______________________Date___________________WHAT WOULD CONFUCIUS DO?Directions: Read the following situations. Using your knowledge of Confucianism, try to figure out what Confucius would most likely do. Write down your responses below. Your responses should consist of at least 5 COMPLETE SENTENCES.Alice is trying to decide how to vote. One candidate is intelligent and well educated but from a poor family. The other candidate is from a privileged background and a long line of politicians; the candidate has a good education but may not be as talented as the first candidate. For whom would Confucius vote? Why?Ted is a successful businessman with a wife and two kids. His parents are getting old and need more care. He considers asking them to move in with him and his family. If Confucius were in the same situation as Ted, what do you think he would do? Why?The city government has been unsatisfactory for some time. While the residents of the city used to like the mayor, lately they feel the mayor has not been very effective. City services such as the libraries and public transportation are not as reliable as they once were. City offices used to be open from 8:00 a.m. – 5:00 p.m., but now they are only open from 1:00 – 2:30. City workers can often be seen eating in expensive restaurants, using taxpayers’ money to pay the bills. What do you think Confucius would tell the residents of the city to do? Why?Amanda has a chance to make some money on an idea that her friend shared with her. She could either tell everyone that it was her own idea and make a lot of money, or she could give credit to her friend but lose her chance to make a large profit. What do you think Confucius would tell her to do? Why? ................
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